Development and Facilitation of of authentic learning opportunities for learners:
Library science curriculum focuses on management of the library space as well as development of Common Core literacy standards. Authenticity begins with students have a real-world context for multimedia projects. For instance, Book trailers that are created for quarterly choice reading selections are linked to the library catalogue for student viewing and for use in book talks with classes.
Video tutorials of how to shelf material in the library will be resources for future library science students. Both require the student to have completed assignments that meet the curriculum standards of the course, but students can demonstrate their understanding in a way that creates an authentic experience for themselves as well as others.
The second part of developing and facilitating authentic learning is involving the students in the development of their study. Student choice can be as simple as individual reading choices or as complex as creating a path of investigation that is based upon their personal interests or future plans. In quarter 2, library science students used their future college or career goals to create an RSS feed for articles in MeL databases related to their future career. E-mail alerts were used to select weekly readings.
Students conducted close and critical readings using Google Doc comments for marginalia notes. As a synthesis of the article is a requirement, students are weekly meeting technology, research, reading and writing standards but are completing the tasks within the context of preparing for their future.
Evaluation of the effectiveness of technology in the learning process:
Students were given a marginalia graphic for close and critical reading strategies; it was available in print and as a resource in the Moodle class.
Students implemented the strategy by copying and pasting articles into a Google document and using the comment feature for marginalia notes.
Most students were comfortable with the technology skills required to copy, paste and comment in the google document, but the close and critical reading did not address the 5 reading strategies required. For several of the students, the marginalia graphic resource in Moodle felt cumbersome, switching between the document and graphic.
A simple reminder that it was acceptable to use the print graphic resulted in increased use of all reading strategies.
It is important for students to understand that if technology is not making the task easier, it isn't necessary to use technology!
Another example is using a Google form tor students to record their assigned daily tasks.
Students were struggling with daily completion, resulting in lost points. We discussed the pos/cons and I solicited suggestions for ways to make the process more useful.
What came out of the discussion is was that they could not check to see what they had submitted.
A simple suggestion to have each student copy the form and share with me, versus one form that I owned and share with all students, resolved the issue .
Students were given the option of keeping paper work logs, but all felt that using technology was more practical. This solution was a point of pride for many, allowing them to “own” and be responsible for assignment submission.
Methods to continuously improve professional practice and the impact on classroom:
Reflection is used both as a formative assessment for students as well as a professional way to identify what worked well and what needs to be changed from an instructional delivery perspective.
The new evaluation tool for teachers allows more detailed feedback and categories to consider. I use this to develop plans with administration for more effective delivery of instruction.
In addition to standardized test data, I also use student assignment completion, scores and general attitude toward the class as a way to evaluate the effectiveness of my instruction.
When I discover an area that I am lacking, whether in tool choice, pedagogy or implementation, I seek examples from my colleagues, in my building and in my PLN, for potential ideas to improve instructional practice and increase the positive impact it has on my students.
The most effective method that I use to improve is to continually consider myself a learner.
Understanding that learning can come from experience, students, other instructors or administrators gives me a wide base of resources.
While I actively pursue continuing education through conferences, edcamps and training, I have found that building a PLN on Twitter (especially through #miched), and actively soliciting feedback from respected professionals, allows me to be constantly learning and improving my instructional practice.
Twitter also allows me to follow conferences I am unable to attend face-to-face, providing a way to engage in discussions and consider tools, technology and methods used by other professionals.
Development and Facilitation of of authentic learning opportunities for learners:
Evaluation of the effectiveness of technology in the learning process:
- Students were given a marginalia graphic for close and critical reading strategies; it was available in print and as a resource in the Moodle class.
- Students implemented the strategy by copying and pasting articles into a Google document and using the comment feature for marginalia notes.
- Most students were comfortable with the technology skills required to copy, paste and comment in the google document, but the close and critical reading did not address the 5 reading strategies required. For several of the students, the marginalia graphic resource in Moodle felt cumbersome, switching between the document and graphic.
- A simple reminder that it was acceptable to use the print graphic resulted in increased use of all reading strategies.
It is important for students to understand that if technology is not making the task easier, it isn't necessary to use technology!Methods to continuously improve professional practice and the impact on classroom: